Chabot College
Program Review Report
2015 -2016
Year three of
Program Review Cycle
ART
Submitted on Oct.2014
Contact: Clayton Thiel
Final Forms, 1/18/13
Table of Contents
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to no more than one page. As you enter a new
Program Review cycle, reflect on your achievements over the last few years.
What did you want to accomplish? Describe how changes in resources provided
to your discipline or program have impacted your achievements. What are you
most proud of, and what do you want to continue to improve?
The Art area has undergone a devastating 50% (disproportionate to
the rest of the college) course reduction in the past five years. We
are currently at 100% of Full time load for our two full time
instructors and one remaining adjunct instructor teaching Art 3
(figurer drawing) If any additional FTEF is cut, contractual load
obligations will not be able to be met. Moreover, the reductions
have made significant barriers to our ability to serve our students,
both G.E. and majors, creating specific bottlenecks. We have fewer
sections of Art 2A (beginning drawing), which is the only fine art
course meeting AA and AS degree elective requirements, which is
also the feeder course into all disciplines within our unit,
architecture, and digital media. Five years ago, we offered six
sections in the Fall and five sections in the Spring. Today, we offer
three sections per semester. We no longer offer ANY evening
drawing and painting, or sculpture classes. We cannot possibly
maintain access to G.E. students and support majors with so few
sections. Moreover, due to reductions in faculty, we are teaching
multiple courses concurrently, in order to offer the courses at all.
While there are some advantages to this approach, it has limits,
which we have exceeded.
We designed a transfer degree for Studio Art to comply with the
new legislation from the state on transfer eligibility, SB1440. It was
vetted by the curriculum committee, Board of Trustees, and the
Chancellor’s office and then approved by the State so that now it is
in the new catalogue.
1
The goal would be to have more time faculty to replace the
instructors who have recently retired. We were five now we are
two. That will enable us to institute the new Studio Transfer
Degree.
2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few
questions)before writing your narrative. Limit your narrative to twopages.
After review of your success and retention data, your enrollment trends, your
curriculum, and your CLO and PLO results, provide an overall reflection on your
program. Consider the following questions in your narrative, and cite relevant data (e.g.,
efficiency,persistence, success, CLO/PLO assessment results, external accreditation
demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
2
We attribute the success rates in the beginning courses in our sequences as
being enhanced by the presence and mentorship of the intermediate and
advanced students as the intermediate and advanced classes are offered
simultaneously. This is a trend in all our disciplinary sequences – drawing,
life drawing, painting, ceramics and sculpture. The advanced students mentor
the beginning students, the beginning students achieve well and then some go
into intermediate and then advanced, thus continuing the cycle. This is a
time-tested formula that works for our students. However, there are limits to
this mentoring: all students are entitled to focused, course-specific
instruction, particularly students in courses required for the major or transfer.
The learning that takes place in our classrooms is authentic, builds
community, and expands all three levels of development -cognitive,
psychomotor, and affective - we offer a unique, inviting, and constructive
environment in which students develop along many levels. Additionally, the
unit is committed to the development of critical thinking, as reflected by our
shared PLO on “Visual Literacy through formal analysis of the elements and
principles of design in all artworks.” The achievement of this PLO is
exceptional, with linked CLO assessment scores showing on average 80% or
more of students achieving a 3 (B) or higher.
We are teaching a generation of learners, many of whom have never taken an
art course before. We believe that there is a connection between successfully
completing an art course, with its critical thinking skills, and applying those
skills in other courses. We will seek data to confirm this as one of our
program review projects.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key
strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource
Requests) to further detail your narrative. Limit your narrative to three pages, and be
very specific about what you hope to achieve, why, and how.what initiatives are
underway in your discipline or program, or could you begin,that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements
would you like to make to your program(s) to improve student learning? What are
3
your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will that
collaboration occur?
Students in the visual and performing arts here at Chabot often leave their math classes
to enroll in last. Then they have a hard time getting into impacted math classes. One of
the strategic goals of the college is to get students through the college in a reasonable
time, we need to collaborate with the Math area to develop a Math class for visual and
performing arts students.
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior
to writing your narrative. You should also review your most recent success, equity, course
sequence, and enrollment data
at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section
asks you to reflect on the progress you have made toward those goals. This analysis will be
used by the PRBC and Budget Committee to assess progress toward achievement of our
Strategic Plan and to inform future budget decisions. It will also be used by the SLOAC and
Basic Skills committees as input to their priority-setting process. In your narrative of two
or less pages, address the following questions:
•
•
•
•
•
What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you
set for student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT
faculty ratios, CLO/PLO assessment results, external accreditation demands, etc.).
4
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies
at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes
do you suggest to your course/program improvement plan? What new initiatives might you
begin to support the achievement of our Strategic Plan goal? Do you have new ideas to improve
student learning? What are your specific, measurable goals? How will you achieve them? Would
any of these require collaboration with other disciplines or areas of the college? How will make
that collaboration occur?
5
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior
to writing your narrative. You should also review your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section
asks you to reflect on the progress you have made toward those goals. This analysis will be
used by the PRBC and Budget Committee to assess progress toward achievement of our
Strategic Plan and to inform future budget decisions. It will also be used by the SLOAC and
Basic Skills committees as input to their priority-setting process. In your narrative of two
or less pages, address the following questions:
•
•
•
•
•
•
•
What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe
your progress on goals you set for student learning, program learning, and Strategic
Plan achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within
your discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT
faculty ratios, CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less,
address the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources
Requested) to further detail your narrative and to request resources.
We recently completed a TMC for our discipline. We have also been increasingly aware
of the data around student completion and success that shows that the longer students
are here, the less likely it is that they will complete. We also know anecdotally that
many of our students struggle with mathematics and English Composition. While our
new TMC is designed to help students complete their art courses in a reasonable
amount of time, we do not know much about how our students assess, begin, or
complete their math and English sequences. We don’t know whether there is anything
we could do, in terms of support or mentoring, that could improve the number of
students who complete degrees or transfer in a reasonable amount of time. We would
need to work with Carolyn Arnold to identify and track studio art majors to determine
how they are doing. We then might want to meet with students and discuss what might
serve them best.
6
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years
and the impacts of funds received and needs that were not met. This history of documented
need can both support your narrative in Section A and provide additional information for
Budget Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of
positions)
Supplies & Services
Technology/Equipment
Figure drawing model budget
TOTAL
2012-13
Budget
Requested
$1100
$6500
$7000.00
2012-13
Budget
Received
$500
unknown
$5500.00
2013-14
2013-14
Budget
Budget
Requested Received
$1100
11,700
$7000.00
$500
unknown
$5500.00
1. How has your investment of the budget monies you did receive improved student learning?
When you requested the funding, you provided a rationale. In this section, assess if the
anticipated positive impacts you projected have, in fact, been realized.
2. Replacing worn out equipment, such as electric kilns and grinders, has improved
productivity and safety in Ceramics and sculpture classes.
3.
4.
5. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively
impacted?
Success rates for Life Drawing have fallen, which we believe is attributable to decreased availability
of life drawing models.
Materials fund for Sculpture Classes
In the past, we charged a materials fee for each sculpture class, which enabled the discipline to
maintain an adequate supply of materials. These materials include abrasives, wax, plaster, sand,
saw blades, etc. We have been able to mitigate the loss by using materials purchased over previous
semesters. Those materials have now been exhausted. Students are increasingly hard pressed to
complete projects in sculpture classes, as we no longer have the materials needed to complete
projects. Sculpture classes have historically had a high rate of success, at 80% or higher for the past
three years in Art 20 and Art 22, with success dipping by 2% in Art 20 and 35% in Art 22. This does
not correspond with high CLO scores in these classes. The drop in success for both classes
corresponds with the loss of a materials fee in the Fall of 2010. We need a $600 annual materials
budget to keep these highly successful courses going, which are proven to enhance the critical
thinking skills of all college students who take them.
7
Appendix B1: Student Learning Outcomes Assessment Reporting
Schedule
I.
Course-Level Student Learning Outcomes & Assessment
Reporting (CLO-Closing the Loop).
A. Check One of the Following:
X Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course
Closing The Loop form was submitted in Program Review by marking submitted in the
correct column.
Course
*List one course per line.
Add more rows as
needed.
Art7A,B,C,D
Art 2A,B,C,
This Year’s Program
Review
*CTL forms must be
included with this PR.
submitted
submitted
ART13A,B,C,D
Submitted
ART16A
ART17A,B
ART18
ART23
2-Years Prior
*Note: These
courses must be
assessed in the next
PR year.
submitted
ART 3A
ART12A,B,C,D
Last Year’s
Program Review
submitted
Submitted
Submitted
submitted
Submitted
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
8
Art 7A
Fall 2013
1
1
100%
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning
Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
•
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course
as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: STUDENT WILL POINT AND MANIPULATE
MATERIALS, BASIC METHODS, AND BEGINNING
Defined Target
Scores*
(CLO Goal)
3 & 4 75%
Actual Scores**
(eLumen data)
60.7 3
39.3 4
TECHNIQUES UNIQUE TO TRANSPARENT WATERCOLOR
(CLO) 2: STUDENTS WILL UNDERSTAND COLOR AND
3 & 4 75%
3.6 2
53.6 3
42.9 4
3 & 4 75%
53.6 3
42.9 4
COMPOSITION THROUGH THE USE OF WATERCOLOR
(CLO) 3:STUDENTS WILL DEMONSTRATE THE BASIC
WATERCOLOR VALUE CONTRASTS NECESSARY FOR A
SUCCESSFUL PAINTING
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
9
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this
course level outcome?
Art 7A scores reach and exceed target score.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
ART 7A is very successful assisting the beginning students reach their artistic
goals.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this
course level outcome?
Scores reach and exceed target score.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Composition skills set for the student successfully assisted the students to reach
their goals.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this
course level outcome?
Scores reflect successful achievement by the students for CLO3
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
A high number of students achieve the target for the CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
10
No changes were necessary, because the students’ high scores reflect success in their
achievements.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessment revealed success in all CLOs and no actions are necessary.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:_Continue with successful course and program strengths.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 7B
Fall 2013
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:STUDENTS WILL BE ABLE TO PAINT DIFFERENT
PICTURES USING DIFFERENT WATERCOLOR TECHNIQUE
(CLO) 2: STUDENTS WILL COMPOSE COMPLEX
Defined Target
Scores*
(CLO Goal)
3&4 75%
COLOR THAT EMPHASIZES VALUE AS A BASIS FOR COLOR
CONTRAST
36.4 3
64.6 4
3&4 75%
45.4 3
56.6 4
3&4 75%
27.3 3
72.7 4
WATERCOLOR PAINTING COMPOSITIONS
(CLO) 3: STUDENTS WILL DEMONSTRATE THE USE OF
Actual Scores**
(eLumen data)
(CLO) 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
11
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this
course level outcome?
The scores reflect success in students’ level in watercolor techniques.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students should continue with successful CLO.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this
course level outcome?
The scores reflect success by the student in understanding and creating compositions.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The students are successful in composing designs in their work, which reflect
success in this CLO.
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this
course level outcome?
The students have achieved high scores in this CLO; therefore, the students are
successful.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The students have grasped the idea of value and color in their work; therefore,
they have achieved this CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No changes were made.
5. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessments revealed success in all CLOs and no actions are necessary.
12
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:__Continue with successful course and program strengths.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 7C
Fall 2013
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
WHILE THERE WERE NO STUDENTS, THIS COURSE IS A PART OF A FOUR-LEVEL
SEQUENCE, IN THIS CASE, THREE OF THE FOUR LEVELS WERE OFFERED AND
ASSESSED.
NORMALLY, THESE ARE ALL FOUR TAUGHT AT THE SAME TIME.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
3&4 75%
N/A
(CLO) 2: STUDENT WILL BE CONTINUE TO IMPROVE
3&4 75%
N/A
& 7B
(CLO) 3: STUDENTS WILL REINTERPRET HISTORICAL
3&4
N/A
(CLO) 1: STUDENT WILL BE ABLE TO SOLVE ADVANCED
Actual Scores**
(eLumen data)
COMPOSITIONAL PROBLEMS USING WATERCOLOR
WATERCOLOR SKILLS AND TECHNIQUES DEVELOPED IN 7A
INFLUENCES AS A BASIS FOR THEIR WORKS
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
13
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this
course level outcome?
N/A There are no students in 7C
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A No students in 7C
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this
course level outcome?
N/A There are no students in 7C
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A There are no students in 7C.
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this
course level outcome?
N/A There are no students in 7C
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A There are no students in 7C.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
There are no students in 7C.
8. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
N/A
9. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
14
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:___ No students enrolled in this semester._____
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 7D
Fall 2013
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: THE STUDENT WILL BE ABLE TO PAINT
ADVANCED WATERCOLOR PAINTINGS BASED ON SKILLS
DEVELOPED IN 7A, 7B, AND 7C.
(CLO) 2: THE STUDENT WILL PRESENT THEIR WORKS IN
A PROFESSIONAL MANNER.
(CLO) 3: STUDENTS WILL DEVELOP PERSONAL
VIEWPOINTS SO THEIR WORKS REFLECT THEIR OWN
EMOTIONAL PHILOSOPHIES.
(CLO) 4:
Defined Target
Scores*
(CLO Goal)
3 & 4 75%
3 & 4 75%
3 & 4 75%
Actual Scores**
(eLumen data)
100% 4
75%
25%
25%
75%
3
4
3
4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
15
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this
course level outcome?
Students have achieved high scores in the CLO; therefore, students are successful.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students are successful in creating skilled paintings based on this CLO.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this
course level outcome?
Students success in this CLO is based on work exhibited professionally.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This CLO was successfully achieved by the students.
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this
course level outcome?
Students have achieved high scores in this CLO; therefore the students are successful.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The students have achieved and painted this idea of individual philosophy
extremely well.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No changes were made.
11. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessments revealed success in all CLOs and no actions are necessary.
12. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
16
 Change to CLO or rubric
 Change to assessment methods
X Other:__ Continue with successful course and program strengths.________
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 12A
Spring 2014
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: THE STUDENT WILL BE ABLE TO CONTROL THE
Defined Target
Scores*
(CLO Goal)
3 & 4 75%
FUNDAMENTALS OF BOTH DIRECT AND INDIRECT PAINTING
TECHNIQUES, INCLUDING GLAZING.
(CLO) 2: STUDENTS WILL SHOW UNDERSTANDING BOTH
3 & 4 75%
IN ASSIGNMENTS AND THEIR PAINTINGS THE PRINCIPLES
OF COLOR THEORY AND PRACTICAL COLOR MIXING.
(CLO) 3: THE STUDENT WILL EXPERIENCE AND LEARN
HISTORICAL MASTER PAINTERS AND HOW THEY RELATE TO
THEIR WORK.
(CLO) 4:
3 & 4 75%
Actual Scores**
(eLumen data)
NS 8.3%
1
2
3 33.6%
4 54.6%
NS 8.3%
1
2 9.1%
3 45.4%
4 45.4 %
NS 8.3%
1
2 9.1%
3 63.65
4 36.4%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
17
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this
course level outcome?
ART 12A scores for student reach and pass the target score to exhibit success for this
CLO.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
12A Students exhibit high success, which reflects an excellent level of achieved
goals.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this
course level outcome?
ART 12A scores for students reach and surpass the target score.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
12A students successfully reached the goals set for this CLO.
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this
course level outcome?
Students have reached or surpassed the expected scores for this CLO.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students have successful attained the goals in this CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No changes were necessary due to success in the CLOs.
14. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessment revealed success in all 3 CLOs and no actions are necessary.
15. What is the nature of the planned actions (please check all that apply)?
 Curricular
18
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:_ Continue with successful course and program strengths. __
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 12B
Spring 2014
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: STUDENTS WILL BE ABLE TO USE SOME OF THE
LESS OBVIOUS DYNAMICS OF COMPOSITION
(CLO) 2: STUDENTS WILL BE ABLE TO INTERPRET THE
VARIOUS WAYS ART HAS BEEN USED AS A VEHICLE OF
EXPRESSION.
Defined Target
Scores*
(CLO Goal)
3&4
100% 4
3&4
100% 4
(CLO) 3: STUDENTS WILL DEVELOP AND BUILD UPON THE 3 & 4 75%
VISUAL DIALOGUE LEARNED FROM THE MASTER PAINTERS.
(CLO) 4:
Actual Scores**
(eLumen data)
100% 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
19
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this
course level outcome?
ART 12B scores in this CLO pass the target score to exhibit success for this class.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
12B students exhibit very high success, which reflects an excellent level of
achieved goals.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this
course level outcome?
ART 12B CLO2 scores for students surpassed the target scores.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
12B students successfully reached the goals set for this CLO.
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this
course level outcome?
Students have surpassed the expected scores for this CLO.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
That the student have successfully attained the goals in this CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No changes were necessary due to success in these CLOs.
17. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessment revealed success in all 3 CLOs and no actions or changes are
necessary.
18. What is the nature of the planned actions (please check all that apply)?
 Curricular
20
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: Continue with existing 3 CLOs due to students’ success.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 12C
Spring 2014
1
1
100%
Fall 2014
Thielr, Golojich, Komisar,
Esquierido
THIS COURSE IS PART OF A FOUR-LEVEL SEQUENCE. IN THIS CASE, THERE WERE
NO STUDENTS IN THIS LEVEL.
THE LEVELS ARE NORMALLY TAUGHT
CONCURRENTLY.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: STUDENTS WILL BE ABLE TO BEGIN THE
PROCESS OF COMBINING THE PSYCHOLOGICAL IMPACT OF
SOCIETY WITH THEIR OWN PAINTING.
(CLO) 2: STUDENTS WILL BE ABLE TO BEGIN TO
REPLICATE SPECIFIC PERSPECTIVAL STRATEGIES TO ALTER
2-DIMENSIONAL PICTURES PLANE INTO AN
ILLUSTRATIONAL DIMENSIONAL SPACE.
(CLO) 3: STUDENTS WILL BE ABLE TO IDENTIFY ONE’S
OWN DEVELOPING ARTISTIC ASSUMPTIONS.
(CLO) 4:
Defined Target
Scores*
(CLO Goal)
3 & 4 75%
Actual Scores**
(eLumen data)
N/A
3 & 4 75%
N/A
3 & 4 75%
N/A
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
21
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this
course level outcome?
ART 12C had no students during Spring 2014.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A
N. COURSE-LEVEL OUTCOME (CLO) 2:
13. How do your current scores match with your above target for student success in this
course level outcome?
ART 12C had no students during Spring 2014.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this
course level outcome?
ART 12C had no students during the Spring 2014.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A
PART III: COURSE REFLECTIONS AND FUTURE PLANS
19. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No changes were necessary.
20. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
N/A
21. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
22




Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 12D
Spring 2014
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:STUDENTS WILL BE ABLE TO GRASP AND
PRODUCE WORKS OF ART THAT COMBINE THE
PSYCHOLOGICAL IMPACT OF SOCIETY WITH THEIR OWN
PAINTINGS.
(CLO) 2: STUDENTS WILL BE ABLE TO PAINT SUBJECTS OF
SEVERAL GENRE.
(CLO) 3: STUDENTS WILL BE ABLE TO DEMONSTRATE A
Defined Target
Scores*
(CLO Goal)
3 & 4 75%
Actual Scores**
(eLumen data)
N/A
3 & 4 75%
N/A
3 & 4 75%
N/A
THOROUGH APPRECIATION OF THE VALUE OF THE
CONCEPTUAL AND EMOTIONAL IDEAS OF THEIR PAINTINGS.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
This course is part of a 4-level sequence, normally taught concurrently.
23
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
O. COURSE-LEVEL OUTCOME (CLO) 1:
15. How do your current scores match with your above target for student success in this
course level outcome?
ART 12D had no students during Spring 2014.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A
P. COURSE-LEVEL OUTCOME (CLO) 2:
15. How do your current scores match with your above target for student success in this
course level outcome?
ART 12D had no students during the Spring 2014.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A
C. COURSE-LEVEL OUTCOME (CLO) 3:
15. How do your current scores match with your above target for student success in this
course level outcome?
ART 12D had no students during Spring 2014.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A
PART III: COURSE REFLECTIONS AND FUTURE PLANS
22. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
ART 12D had no students during Spring 2014.
23. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
N/A
24. What is the nature of the planned actions (please check all that apply)?
 Curricular
24





Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 13A
Spring 2014
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: STUDENTS WILL KNOW COLOR THEORY AND ITS
APPLICATION TO PRACTICAL COLOR MIXING AND COLOR
SCHEMES.
Defined Target
Scores*
(CLO Goal)
3 & 4 75%
3 & 4 75%
(CLO) 2: STUDENTS WILL KNOW ELEMENTS OF
COMPOSITION.
(CLO) 3: STUDENTS WILL LEARN AND MASTER THE BASIC 3 & 4 75%
PAINTING TECHNIQUES, SUCH AS LAYERING, GLAZING,
ABSTRACT, AND PHOTO REALISM.
(CLO) 4:
Actual Scores**
(eLumen data)
2 9.1%
3 45.4%
4 45.4%
3
4
3
4
72.7%
27.3 %
54.6%
45.4%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
25
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Q. COURSE-LEVEL OUTCOME (CLO) 1:
17. How do your current scores match with your above target for student success in this
course level outcome?
ART 13A scores for student reach surpass the target scores for this CLO.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
13A students exhibit high success which reflects an excellent level of achieved
goals.
R. COURSE-LEVEL OUTCOME (CLO) 2:
17. How do your current scores match with your above target for student success in this
course level outcome?
ART 13A scores for students reach & surpass the target scores to exhibit success.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
13A students successfully reached the goals set for this CLO.
C. COURSE-LEVEL OUTCOME (CLO) 3:
17. How do your current scores match with your above target for student success in this
course level outcome?
Students have reached or surpassed the expected scores for this CLO.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
That the students have successfully attained the goals in this CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
25. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No changes were necessary due to success by the students in these CLOs.
26. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessments revealed success in all three CLOs and no actions are changes
are necessary.
27. What is the nature of the planned actions (please check all that apply)?
 Curricular
26
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:__ No changes__
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 13B
Spring 2014
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: STUDENTS WILL BE ABLE TO IMPLEMENT COLOR
RELATION BEYOND SIMPLE THEORETICAL MODELS.
(CLO) 2: STUDENTS WILL BE ABLE TO INTERPRET THE
VARIOUS WAYS ART HAS BEEN USED AS A VEHICLE OF
EXPRESSION.
(CLO) 3: STUDENTS WILL APPLY ALL THE BASIC
PAINTING TECHNIQUES DEVELOPED FROM 13A AND APPLY
THESE SKILLS IN A MORE PERSONAL, INDIVIDUAL
OUTLOOK.
Defined Target
Scores*
(CLO Goal)
3 & 4 75%
Actual Scores**
(eLumen data)
100% 4
3 & 4 75%
33.3 %
66.7%
3 & 4 75%
100% 4
3
4
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
27
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
S. COURSE-LEVEL OUTCOME (CLO) 1:
19. How do your current scores match with your above target for student success in this
course level outcome?
ART 13B scores in this CLO surpass the target score.
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
13B students exhibit very high success. Which reflects an excellent level of
achieved goals.
T. COURSE-LEVEL OUTCOME (CLO) 2:
19. How do your current scores match with your above target for student success in this
course level outcome?
ART 13B CLOs scores for students surpassed the target scores.
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
13B students successfully reached the goals set for this CLO.
C. COURSE-LEVEL OUTCOME (CLO) 3:
19. How do your current scores match with your above target for student success in this
course level outcome?
Students in 13B have reached or surpassed the expected scores for this CLO.
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The students have successfully attained the goals in this CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
28. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No changes are necessary due to success in these three CLOs.
29. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessments revealed success in all three CLOs and no action or change are
necessary.
30. What is the nature of the planned actions (please check all that apply)?
 Curricular
28
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: Continue with the existing three CLOs due to success by students.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 13C
Spring 2014
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: STUDENTS WILL BE ABLE TO USE TERMINOLOGY,
TOOLS, TECHNIQUES, SUPPORT, AND GROUNDS FOR
ACRYLIC PAINTING WITH COMPETENCE.
(CLO) 2: STUDENTS WILL COMPLETE PAINTINGS IN ALL
GENRE.
(CLO) 3: STUDENTS WILL BE ABLE TO BEGIN THE
Defined Target
Scores*
(CLO Goal)
3-4 75%
Actual Scores**
(eLumen data)
100% 3
3-4 75%
100% 3
3-4 75%
100% 3
PROCESS OF USING PERSONNEL AND PSYCHOLOGICAL
VIEWPOINTS TO CREATE THEIR PAINTINGS.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
29
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
U. COURSE-LEVEL OUTCOME (CLO) 1:
21. How do your current scores match with your above target for student success in this
course level outcome?
ART 13C scores in this CLO pass the target scores.
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
13C students exhibit very high success, which reflects an excellent level of
achieved goals.
V. COURSE-LEVEL OUTCOME (CLO) 2:
21. How do your current scores match with your above target for student success in this
course level outcome?
ART 13C CLO2 scores for students surpass the target score.
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
13C students successfully reached the goals set for this CLO.
C. COURSE-LEVEL OUTCOME (CLO) 3:
21. How do your current scores match with your above target for student success in this
course level outcome?
Students in this CLO have reached or surpassed the expected scores for this CLO.
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students have successfully attained the goals in this CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
31. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No changes were necessary.
32. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessment revealed high success in all three CLOs and no actions or changes
are necessary.
33. What is the nature of the planned actions (please check all that apply)?
30
Course
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:_ Continue with the established CLOs, no changes necessary.
Art 13D
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Spring 2014
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: STUDENTS WILL BE ABLE TO ALTER A
PAINTINGS’ 2-DIMENSIONAL SURFACE TO REPRESENT AN
ILLUSIONISTIC 3-DIMENSIONAL SPACE.
(CLO) 2: STUDENTS WILL BE ABLE TO EXPRESS AN
APPRECIATION OF THE VALUE OF CONCEPTIONAL AND
EMOTIONAL ASSUMPTIONS OF ONES’ SELF AND OTHER
PAINTERS.
(CLO) 3: STUDENTS WILL BE ABLE TO MASTER THE
Defined Target
Scores*
(CLO Goal)
3 & 4 75%
Actual Scores**
(eLumen data)
100%
3 & 4 75%
100% 3
3 & 4 75%
100% 3
4
PROCESS OF USING PERSONAL AND PSYCHOLOGICAL
VIEWPOINTS TO CREATE THEIR PAINTINGS.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
31
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
W. COURSE-LEVEL OUTCOME (CLO) 1:
23. How do your current scores match with your above target for student success in this
course level outcome?
ART 13D scores were very high for this CLO.
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
13D students exhibit high scores and reflect excellent level of achieved goals.
X. COURSE-LEVEL OUTCOME (CLO) 2:
23. How do your current scores match with your above target for student success in this
course level outcome?
ART 13D scores for student reach and surpass the target score.
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
13D students have successfully reached the goals set for this CLO.
C. COURSE-LEVEL OUTCOME (CLO) 3:
23. How do your current scores match with your above target for student success in this
course level outcome?
Students have reached or surpassed the expected scores for this CLO.
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The students have successfully attained the goals in this CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
34. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No changes were necessary due to success in these three CLOs.
35. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessments revealed success in all three CDs and no actions or changes are
necessary.
36. What is the nature of the planned actions (please check all that apply)?
 Curricular
32
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: Continue with successful courses and program strengths. __
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 2A
Fall 2013
4
4
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: DRAW SUCCESSFULLY USING SKILL OF EYE TO
HAND COORDINATION USING THE ELEMENTS OF LINE,
SHAPE, VALUE, TEXTURE, AND SPACE CREATING A
REALISTIC DRAWING IN BLACK AND WHITE.
(CLO) 2: DEMONSTRATE THE SKILL OF HAND AND EYE
COORDINATION IN REALISM DRAWING.
(CLO) 3: ORGANIZE A WELL-COMPOSED COMPOSITION
THAT REFLECTS THE BASIC ELEMENTS.
(CLO) 4: CREATE THE ILLUSION OF A THREEDIMENSIONAL FORM AND SPACE ON A TWO-DIMENSIONAL
SURFACE IN BLACK AND WHITE.
Defined Target
Scores*
(CLO Goal)
3 & 4s 75%
3 & 4s 75%
3 & 4s 75%
3 & 4s 75%
Actual Scores**
(eLumen data)
35.7% 3
64.3% 4
35.7%
64.3%
28.6%
76.4%
21.4%
78.6%
3
4
3
4
3
4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
33
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Y. COURSE-LEVEL OUTCOME (CLO) 1:
25. How do your current scores match with your above target for student success in this
course level outcome?
Meet or exceed.
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a good job.
Z. COURSE-LEVEL OUTCOME (CLO) 2:
25. How do your current scores match with your above target for student success in this
course level outcome?
They meet or exceed.
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a good job.
C. COURSE-LEVEL OUTCOME (CLO) 3:
25. How do your current scores match with your above target for student success in this
course level outcome?
They meet or exceed.
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a good job.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this
course level outcome?
They meet or exceed.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a good job.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
37. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
34
None needed.
38. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We are doing a good job. No actions are needed.
39. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:_Keep things the same. No actions are needed.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 2B
Fall 2013
4
4
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: DRAW SUCCESSFULLY USING INTERMEDIATE
SKILL OF EYE TO HAND COORDINATION USING THE
ELEMENTS OF LINE, SHAPE, VALUE, TEXTURE, 2ND SPACE
CREATING A REALISTIC DRAWING IN BLACK AND WHITE
AND COLOR MEDIA.
(CLO) 2: DEMONSTRATE AN IMPROVED SKILL OF HAND
AND EYE COORDINATION.
(CLO) 3: CORRECTLY ARTICULATE COLOR THEORY AND
PICTORIAL USES OF COLOR IN DRAWING.
(CLO) 4: DEMONSTRATE SKILL IN USING GRAPHITE AND
PASTEL ART AT AN INTERMEDIATE LEVEL.
Defined Target
Scores*
(CLO Goal)
3 & 4s 75%
Actual Scores**
(eLumen data)
100% 4
3 & 4s 75%
100% 4
3 & 4s 75%
100% 4
3 & 4s 75%
100% 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
35
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
AA.
COURSE-LEVEL OUTCOME (CLO) 1:
27. How do your current scores match with your above target for student success in this
course level outcome?
Meet or exceed.
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a great job.
BB.
COURSE-LEVEL OUTCOME (CLO) 2:
27. How do your current scores match with your above target for student success in this
course level outcome?
They meet or exceed.
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a great job.
C. COURSE-LEVEL OUTCOME (CLO) 3:
27. How do your current scores match with your above target for student success in this
course level outcome?
They meet or exceed.
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a great job.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this
course level outcome?
They meet or exceed.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a great job.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
40. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
36
None needed.
41. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We are doing a great job. No actions are needed.
42. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:_Keep things the same. No actions are needed.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 2C
Spring 2014
3
3
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: CREATE A COHERENT BODY OF ACADEMIC
REALISM DRAWINGS.
(CLO) 2: DEVELOP WAYS TO CRITIQUE OWN WORK FOR
SELF-IMPROVEMENT.
(CLO) 3: DRAW SUCCESSFULLY USING ADVANCED SKILLS
OF EYE-TO-HAND COORDINATION USING THE ELEMENTS OF
LINE, SHAPE, TEXTURE, 2ND SPACE CREATING A REALISTIC
DRAWING IN BLACK AND WHITE AND/OR COLOR MEDIA.
(CLO) 4: ORGANIZE A PROFESSIONAL PRESENTATION
FOR SHOWCASING THE FINAL DRAWINGS. .
Defined Target
Scores*
(CLO Goal)
3 & 4s 75%
Actual Scores**
(eLumen data)
100% 4
3 & 4s 75%
100% 4
3 & 4s 75%
100% 4
3 & 4s 75%
100% 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
37
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
CC.
COURSE-LEVEL OUTCOME (CLO) 1:
29. How do your current scores match with your above target for student success in this
course level outcome?
Meet or exceed.
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a great job.
DD.
COURSE-LEVEL OUTCOME (CLO) 2:
29. How do your current scores match with your above target for student success in this
course level outcome?
They meet or exceed.
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a great job.
C. COURSE-LEVEL OUTCOME (CLO) 3:
29. How do your current scores match with your above target for student success in this
course level outcome?
They meet or exceed.
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a great job.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this
course level outcome?
They meet or exceed.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We are doing a great job.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
38
43. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
None needed.
44. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We are doing a great job. No actions are needed.
45. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:_Keep things the same. No actions are needed.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 3A
Fall 2013
2
1
100%
Fall 2014
Thiel, Mendenhall
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: DRAW THE HUMAN FORM ACCURATELY AND IN
AN ANATOMICALLY CORRECT WAY.
(CLO) 2: COORDINATE EYE AND HAND SKILLS, THEY
DESIGN A FIGURE COMPOSITION.
(CLO) 3: DRAW A FIGURE COMPOSITION BASED ON A
CLEAR AND PRECISE DESIGN.
(CLO) 4: COORDINATE EYE AND HAND SKILLS.
Defined Target
Scores*
(CLO Goal)
3-4 75%
Actual Scores**
(eLumen data)
89.5%
3-4 75%
89.5%
3-4 75%
89.5%
3-4 75%
89.5
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
39
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
EE.
COURSE-LEVEL OUTCOME (CLO) 1:
31. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
FF.
COURSE-LEVEL OUTCOME (CLO) 2:
31. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
C. COURSE-LEVEL OUTCOME (CLO) 3:
31. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
46. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
40
No change required due to excellent student success.
47. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Assessment reflections show a healthy understanding and a high success rate by a
large majority of students.
48. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:No changes made.__
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 17A
Spring 2014
1
1
100%
Fall 2014
Thiel
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: REDUCE THREE DIMENSIONAL SCULPTURES
USING HAND-BUILDING TECHNIQUES WITH SURFACE
DECORATION THAT SHOWS AN UNDERSTANDING OF
CERAMIC GLAZE AND FIRING TECHNOLOGY.
(CLO) 2: CRITIQUE MASTERPIECES AND STUDENT
SCULPTURES INCORPORATING ELEMENTS AND PRINCIPLES
OF 3-DIMENSIONAL DESIGN USING CERAMIC
TERMINOLOGY.
(CLO) 3:EXPRESS CREATIVE CONCEPTS
(CLO) 4:
Defined Target
Scores*
(CLO Goal)
3-4 75%
Actual Scores**
(eLumen data)
3 13.8%
4 82.8%
3-4 75%
3 36.4%
4 63.6%
3-4 75%
3 24.1%
4 72.4%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
41
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
GG.
COURSE-LEVEL OUTCOME (CLO) 1:
33. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
34. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
HH.
COURSE-LEVEL OUTCOME (CLO) 2:
33. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
34. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
C. COURSE-LEVEL OUTCOME (CLO) 3:
33. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
34. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
49. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
An attempt to make critiques more quantifiable.
50. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Critiques are an extremely important learning exercise.
51. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
42
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: No change needed.____________
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 23
Spring 2014
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: DEVELOP PAINTING, DRAWING, AND COLLAGE,
AND ASSEMBLY TECHNIQUES ALONG WITH INDIVIDUAL
STYLE AND CONTENT.
(CLO) 2: DESIGN UNIQUE COMPOSITIONS, USING THE
ELEMENTS AND PRINCIPLES OF DESIGN THAT SHOW
CRAFTSMANSHIP AND ATTENTION TO DETAIL.
(CLO) 3: WRITE A FORMAL ANALYSIS OF A WORK OF ART
THAT DESCRIBES ELEMENTS AND PRINCIPLES OF DESIGN
RELATED TO THE CONTENT INTENDED BY THE ARTIST.
(CLO) 4:
Defined Target
Scores*
(CLO Goal)
3-4 75%
Actual Scores**
(eLumen data)
100%
3-4 75%
3 36.8%
4 57.9%
3-4 75%
3 22.2%
4 55.6%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
43
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
II. COURSE-LEVEL OUTCOME (CLO) 1:
35. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
36. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
JJ. COURSE-LEVEL OUTCOME (CLO) 2:
35. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
36. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
C. COURSE-LEVEL OUTCOME (CLO) 3:
35. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
36. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
52. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
There were no changes needed in the last cycle.
53. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
None.
54. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
44
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: No change needed._____
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
ART 20
Spring 2013
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: CRITIQUE MASTERPIECES AND STUDENT
SCULPTURES INCORPORATING ELEMENTS AND PRINCIPLES
OF THREE DIMENSIONAL DESIGN AND USING SCULPTURE
TERMINOLOGY.
Defined Target
Scores*
(CLO Goal)
3-4 75%
(CLO) 2: EXPRESS CREATIVE CONCEPTS
3-4 75%
(CLO) 3: FURTHER DEVELOP EXISTING SKILLS AND
3-4 75%
TECHNIQUES BY EXPLORING MATERIALS BEYOND
TRADITIONAL MEDIA SUCH AS WOOD, STONE, AND BRONZE.
(CLO) 4:
Actual Scores**
(eLumen data)
3 25.0%
4 58.3%
3
4
3
4
8.3%
91.7%
25.0%
58.3%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
45
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
KK.
COURSE-LEVEL OUTCOME (CLO) 1:
37. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
38. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
LL.
COURSE-LEVEL OUTCOME (CLO) 2:
37. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
38. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
C. COURSE-LEVEL OUTCOME (CLO) 3:
37. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
38. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
55. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
During the last cycle, I recommended that beginners might do better if they took ART17
Beginning Sculpture first.
56. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We added a prerequisite to this course with favorable impact.
57. What is the nature of the planned actions (please check all that apply)?
 Curricular
46
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: No new changes made_____________________________________
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art16A
Fall 2013
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: ACHIEVE BASIC SKILLS OF WHEEL-THROWN
FORMS.
(CLO) 2: ACHIEVE TRIMMING SKILLS WHICH EXHIBIT
CRAFTMENTSHIP.
(CLO) 3: ACHIEVE GLAZING SKILLS, WHICH EXHIBIT A
KNOWLEDGE OF GLAZE AND ITS REACTION TO FIRE.
(CLO) 4: ACHIEVE BASIC TECHNICAL SKILLS IN HAND
BUILDING FORMS.
Defined Target
Scores*
(CLO Goal)
3-4 75%
3-4 75%
3-4 75%
3-4 75%
Actual Scores**
(eLumen data)
3 33.3%
4 46.7%
3
4
3
4
3
4
40.0%
40.0%
40.0%
33.3%
46.2%
30.8%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
47
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
MM.
COURSE-LEVEL OUTCOME (CLO) 1:
39. How do your current scores match with your above target for student success in this
course level outcome?
Exceeded target.
40. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
NN.
COURSE-LEVEL OUTCOME (CLO) 2:
39. How do your current scores match with your above target for student success in this
course level outcome?
Exceeded target.
40. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
C. COURSE-LEVEL OUTCOME (CLO) 3:
39. How do your current scores match with your above target for student success in this
course level outcome?
Only 73% of students scored a 3 or 4.
40. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
There are any number of glaze combinations that require repeated
experimentation to master glazing pottery. The more sections of ART16 offered,
the more frequently the kiln gets fired, the more changes to experiment. One
section per semester is not enough.
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
48
PART III: COURSE REFLECTIONS AND FUTURE PLANS
58. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
I was not teaching this course in the last cycle.
59. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Offer more sections of ART16.
60. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: No changes made.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Art 18
Spring 2014
1
1
100%
Fall 2014
Thiel, Golojich, Komisar,
Esquierido
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:PRODUCE 3 DIMENSIONAL SCULPTURES USING
TRADITIONAL MEDIA, WOOD, AND STONE TO DEVELOP
CRAFTMANSHIP AND EXERCISE CREATIVITY AND PERSONAL
EXPRESSION.
(CLO) 2: PRODUCE 3 DIMENSIONAL SCULPTURES IN BASRELIEF SURFACE DECORATION.
(CLO) 3: CRITIQUE MASTERPIECES AND STUDENT
Defined Target
Scores*
(CLO Goal)
3-4 75%
Actual Scores**
(eLumen data)
80%
3-4 75%
80%
3-4 75%
80%
SCULPTURES INCORPORATING ELEMENTS AND PRINCIPLES
OF 3-DIMENSIONAL DESIGN TERMINOLOGY.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
49
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
OO.
COURSE-LEVEL OUTCOME (CLO) 1:
41. How do your current scores match with your above target for student success in this
course level outcome?
Exceeded target.
42. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
PP.
COURSE-LEVEL OUTCOME (CLO) 2:
41. How do your current scores match with your above target for student success in this
course level outcome?
Exceeded target.
42. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
C. COURSE-LEVEL OUTCOME (CLO) 3:
41. How do your current scores match with your above target for student success in this
course level outcome?
Target exceeded.
42. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
No change needed.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
61. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
No change needed.
62. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
None.
63. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
50
 Change to CLO or rubric
 Change to assessment methods
X Other:__ No changes made.
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: __Studio Art____
•
PLO #1: Demonstrate visual literacy and explain it in terms of the elements and
principles of design.
•
•
PLO #2: Demonstrtate an ability to work with the media (drawing, painting, clay, etc.)
of the discipline.
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What measures can be taken to improve student access to our program?
What program-level strengths have the assessment reflections revealed?
Both PLO’s are integrated in all of the Art classes offered.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
We are asking for more classes so students have a chance to take classes at different times.
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years?
Yes
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?? No. In response to 50% FTEF cuts, we have reduced
51
our offerings. We MUST restore the FTEF for Art 12A,B,C,D and Art 13 A,B,C,D so they can be
offered every semester because majors cannot complete their coursework without this
sequence. Please note that these courses are taught concurrently (Art 12 and 13 need 5 CAH
per semester
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester. Yes
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work,
and your timeline for completing that work this semester. Yes
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs
which still require this work, and your timeline to complete that work this semester. Yes
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? We have very few sequences, and in those courses that do, completing
the initial course successfully is a good predictor of success in the ensuing course.
Does successful completion of College-level Math and/or English correlate positively with success
in your courses? If not, explain why you think this may be. Students who are college-ready, are more
likely to be successful as they have fewer barriers to completing classes successfully, e.g., they know
how to read a text or write a paper. This is particularly relevant to ART 23, 2-D Foundations.
We have also been increasingly aware of the data around student completion and success that
shows that the longer students are here, the less likely it is that they will complete. We also
know anecdotally that many of our students struggle with mathematics and English Composition.
While our new TMC is designed to help students complete their art courses in a reasonable
amount of time, we do not know much about how our students begin, or complete their math
and English sequences. Students in the visual and performing arts here at Chabot often leave
their math classes to enroll in last. Then they have a hard time getting into impacted math
classes. One of the strategic goals of the college is to get students through the college in a
reasonable time, we need to collaborate with the Math area to develop a Math class for visual
and performing arts students.
7.
52
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the
support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for
finding both internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Students in the visual and performing arts here at Chabot often leave their math classes to enroll in last. Then they have a
hard time getting into impacted math classes. One of the strategic goals of the college is to get students through the
college in a reasonable time, we need to collaborate with the Math area to develop a Math class for visual and performing
arts students.
What is your specific goal and measurable outcome?
To encourage visual and performing arts students to take math earlier in their education plan.
What is your action plan to achieve your goal?
Activity (brief description)
Source example of this math class offered else were.
Target
Completio
n Date
2 years
Required Budget (Split
out personnel, supplies,
other categories)
Unknown.
Inquire with the Math area to see if they are willing to 2
collaborate.
years
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
53
X
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
It is hard to say because this is an experiment.
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
x
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
x
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
x
Yes, explain:
A Math teacher must write this new class.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources: The SSSP funding might be used.
54
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic
Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most
recent three years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: _1__
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
THREE FULL TIME
ART INSTRUCTORS
Generalist,
capable of
teaching across
focus areas
currently in
catalog as well
multiple courses
in the new Studio
Art Transfer
Degree
Faculty (1000)
Program/Unit
Division/Area
Studio Art
ART/AHSS
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES
trends over the last 5 years,FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in
the division, total number of students served by your division, FTEF in your division, CLO and PLO assessment results and external
accreditation demands.
55
NECESSITY FOR A FULL TIME ART INSTRUCTOR
In 1998, Chabot College6 full time Art Instructors. Through retirement attrition, we now have 2 full time instructors.Nevertheless, we have been able to
function. However, we do not function well. Specific problems include:
1. Organizational problems: fewer instructors to participate and support the college infrastructure (contractual requirement). The coordination
of program concerns, including assessment, curriculum, and program review fall on fewer shoulder.
2. Diminished class schedules: we lack the faculty to offer the scope and depth of our curriculum, both for majors and G.E. students.
3. Scheduling: with so few instructors, class scheduling and conflicts become normal. Instructors are teaching courses simultaneously (ART 12
and 13 or ART 24 and ART 17). Moreover, students neither receive the attention they deserve, nor can they enroll in multiple art classes that
they need.
A replacement Art Instructor is needed urgently.
2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information
from advisory committees or outside accreditation reviews that is pertinent to the proposal.
Art students need strong mentoring and coaching in the laboratory/studio. When multiple sections or courses are being taught
simultaneously, students cannot get the guidance they need. In addition, they have difficulty getting the depth and scope or classes they
need to complete.
56
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent)
classified professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified
Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic
Plan goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically
funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available
funding.
1. Number of positions requested: _____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Lab Tech/Admin Assistant
Student Assistants (2000)
Description
Program/Unit
fire kilns, mix glazes,
scheduled maintenance of
Studio Art
57
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
ART,HUM.SOC.SCI.DIV.
equipment
2. Rationale for your proposal.
Having a Studio Art Lab Tech, would free up instructors to teach the fundamentals of the program. This would also be more cost effective
than paying a faculty salary to handle day to day functions of the lab and it’s equipment. Having a Lab Tech would also help the college as
a whole.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory
committees or outside accreditation reviews that is pertinent to the proposal.
None
58
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans
and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the
Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
Art 2A/B/C
Art24
Art
12/13A/B/C/D
ART7A/B/C/D
Art 16
A/B/C/D
ART23
CURRENT
FTEF (201314)
ADDITIONAL
FTEF NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
.66
0
.99
.33
Cross-listed
.33
Cross-listed
3
1
48
24
72per semester
24 per semester
1
.33
Cross-listed
1
24
24
1
1
.33
1
1
30
24
30 per semester
24
1. 5 CAH per year, to offer one section of ART 24, 3-D Foundations, to be taught standalone, so that majors can receive
the focused instruction they need.
With each offering of ART 2, 12, and 16, 24,which requires 5 CAH, we crosslist the levels (A, B, C, and D) and offer the
section concurrently. It is not ideal for students, but it increases access with the least FTEF.
We also wish to increase the number of sections of ART 2A and ART23 in support of our new AAT.
59
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic
Plan goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding
source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
4. Learning assistants have increased the speed at which Students acquire fundamental skills to successfully complete courses. This has
Position
Description
1. LA
Learning Assistant
2. LA
Learning Assistant
3. LA
Learning Assistant
4. LA
Learning Assistant
1.
2.
3.
4.
resulted in fewer students needing to repeat courses. It has also allowed for students to have greater access to individual attention.
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000
60
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program.
2014-15
needed totals in all areas Request
Requeste
Description
d
$1000.
Materials for Sculpture
courses
Materials Ceramic
courses
Receive
d
2015-16
Request
Amount
Vend
or
1000.
Division/Unit
AHSS
$1000.
Priority #1
Priority #2
Priority #3
x
unknown
$1000.
AHSS
X
In the past, we charged a materials fee for each sculpture class, which enabled the discipline to
61
maintain an adequate supply of materials. These materials include abrasives, wax, plaster, sand,
saw blades, etc. We have been able to mitigate the loss by using materials purchased over
previous semesters. Those materials have now been exhausted. Students are increasingly hard
pressed to complete projects in sculpture classes, as we no longer have the materials needed to
complete projects. Sculpture classes have historically had a high rate of success, at 80% or
higher for the past three years in Art 20 and Art 22, with success dipping by 2% in Art 20 and 35%
in Art 22. This does not correspond with high CLO scores in these classes. The drop in success
for both classes corresponds with the loss of a materials fee in the Fall of 2010. We need a
$1000.annual materials budget for sculpture and Ceramics to keep these highly successful
courses going, which are proven to enhance the critical thinking skills of all college students who
take them.
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet
mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to jeopardize the life of a
program if not received in the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be nice to have and would
bring additional benefit to the program.
augm entations only
Description
Figure drawing model budget
Amount
Vendor
Division/Unit
$7000.00 Bay Area Model AHSS
62
Priority #1
X
Priority #2
Priority #3
Guild
The Figure drawing classes requires, at each meeting, a live model. Such models need to be
professionals and reliable, which means that they are paid commensurately. When we are not
allocated sufficient funds to provide such models for each and every class, students do not
acquire the necessary skills because they have not had sufficient time, with a live model, to
practice their skills We have noted that our success rates for ART 3 have fallen since 2009, and
our success rates through the family (A, B, C, and D) are uneven. Additionally, CLO scores are
somewhat lower than for our other disciplines, at 50% or more attaining a 3 (B) or higher, as
opposed to 65% or 80%. We attribute this to the diminishing model budget. While the hourly rate
for professional models has increased each year, our budget has remained fixed at its 1998 level
of $5,500.00 (15 years with no increase).
63
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location.
Note that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could
perhaps be fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Description
Amount
Vendor
Division/Dept
64
Priority Priority Priority
#1
#2
#3
Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests.If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current
standards. If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds
$200. Items which are less expensive should be requested as supplies. Software licenses
should also be requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
2 DOCUMENT CAMERAS [ELMO]WITH
PROJECTOR
Amount
Vendor
Division/Unit
$2500.
ELMO
AHSS
X
BLOCKOUT WINDOW SHADES ROOM 901
$13000.
Briteinc.
AHSS
X
65
Priority #1
Priority #2
Priority #3
66
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of
re-prioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to
meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used
as match if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has
determined that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding,
there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the
"repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.If requesting more than one facilities project, please rank order
your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
67